AbstractResearch suggests that the Woodcock‐Johnson may be ineffective in its ability to identify learning disabled students, to depict their aptitude accurately, and to highlight processing strengths and deficits. Seventy‐one previously identified learning disabled students were given the WJPEB, and their cluster score performance was evaluated. Using three different methods of obtaining discrepancies, only slightly more than half of the LD students were identified. Memory deficits were apparent. Support is given for cautious use of the WJPEB in LD diagno